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SAMPLE
School:
.........................................................................
Year: ................................
TERM THREE
Ball Handling (10) Games (5) Gymnastics (20) Dance (15)
YEAR LEVEL
TERM ONE
Basic Movement (20) Ball Handling (10) Games (10) Dance (10)
TERM TWO
Basic Movement (10) Ball Handling (10) Games (5) Gymnastics (20) Dance (5) Ball Handling (10) Games (10) Dance (10) Gymnastics (20)
TERM FOUR
Basic Movement (10) Ball Handling (10) Games (10) Dance (10) Aquatics (10) Ball Handling (10) Games (10) Dance (10) Outdoor Activities (10) Aquatics (10)
Prep
1/2
Basic Movement (10) Ball Handling (10) Games (10) Dance (10) Athletics (10)
3/4
Ball Handling (20) Aquatics (10) Athletics (10) Sport Education (10) Ball Handling (10) Games (10) Aquatics (10) Outdoor Adventure (10) Sport Education (10)
Gymnastics (15) Dance (15) Games (10) Sport Education (10) Ball Handling (10) Gymnastics (10) Dance (20) Sport Education (10)
Gymnastics (15) Dance (15) Sport Education (10) Outdoor Adventure (10) Ball Handling (5) Games (5) Gymnastics (15) Outdoor Adventure (5) Sport Education (10)
Ball Handling (15) Games (15) Athletics (10) Outdoor Adventure (10) Ball Handling (10) Games (10) Dance (5) Athletics (10) Sport Education (10)
5/6
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A SCOPE and SEQUENCE PLAN Establishing a scope and sequence plan provides an overview of the units to be taught from Years 1 - 6 and details the placement, sequence and duration of units. The Level 3&4 sample scope and sequence plan that follows: is based on the mandated time for physical and sport education for Prep - Year 6: - Prep - Year 3 20 - 30 minutes per day - Years 4 - 6 3 hours per week of physical education and sport of which at least 50% should be physical education. has the scope to cover all essential learning; links the Movement and Physical Activity dimension with other dimensions; allocates ample time in each unit to provide opportunities for students to acquire deep understandings of concepts; provides opportunities for students to direct their own learning; provides opportunities for regular participation in moderate to vigorous physical activity.
Further Considerations When designing a scope and sequence plan, schools need to consider: specific needs of students and the wider school community; the relative emphasis to be placed on content areas; placement of related community initiatives/events such as Physical Education Week, Mental Health Week, Commonwealth Games; additional content that reflects local needs and interests.
Following the Scope and Sequence Plan is: unit descriptions for the Year 3 curriculum; a Year 3 curriculum standards mapping grid; advice on developing units of work.
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Sample Level 3 Scope and Sequence Plan Dimension - Movement and Physical Activity
TERM WEEK 1................ 2................ 3................ 4................ 1 5................ 6................ 7................ 8................ 9................ 10.............. 1................ 2................ 3................ 4................ 2 5................ 6................ 7................ 8................ 9................ 10.............. 1................ 2................ 3................ 4................ 3 5................ 6................ 7................ 8................ 9................ 10.............. 1................ 2................ 3................ 4................ 4 5................ 6................ 7................ 8................ 9................ 10.............. Athletics Sport Education Feel the Rhythm in Your Feet Spring, Land and Balance Adventure Times (co-operative focus) Sport Education _________________ Circus Performance Athletics (peer observation focus) _________________________________ Let the Games Begin (co-operative focus) CIRCUS Introduction to CAPERS Striking and (manipulative dance fielding games and gymnastic (TGFU focus) skills) Move and Groove Tumble Turn Twist Adventure Times _________________________________ CIRCUS Introduction to CAPERS Invasion Games (manipulative dance (teamwork and and gymnastic tactics focus) skills) Balls, Balls, Balls (skill acquisition focus) Healthy Bodies I Can Dance Healthy Bodies (goal setting focus) YEAR 3 Aquatic Safety _________________________________ YEAR 4 Aquatic Safety ________________________________
YEAR
YEAR
Aquatic safety
Aquatic Safety
Aquatic Safety
Aquatic Safety
Gymnastics Cheerleading
Striking and Fielding Games (Fair play and inclusive focus) Rounders and T-Ball Gymnastics Performance
Athletics
Healthy Bodies
Adventure Times
Athletics
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PHYSICAL EDUCATION STANDARDS MAPPING GRID The following grid maps the coverage of the standards in Year 3 in relation to the Scope and Sequence chart on the previous page. In this sample physical education teachers are required to include content and assess student learning from dimensions within the Physical Personal and Social Learning Strand.
Movement and Physical Activity UNIT(S) IN WHICH STANDARDS ARE ADDRESSED At level 3: Students perform a broad range of complex motor skills and Let the Games Begin, Sport Education, Athletics, Balls, apply them to basic sport specific situations Balls, Balls! Aquatic Safety, Adventure Times Students create and perform co-ordinated movement Tumble, Turn and Twist, Spring, Land and Balance, sequences that contain a variety of motor skills and Moove and Groove, Feel the Rhythm in Your Feet, movement patterns Students participate regularly in physical activities for the Healthy Bodies, Tumble, Turn and Twist, Spring, Land purpose of improving skills and health and describe the and Balance, Balls, Balls, Balls benefits of health related fitness Student begin to use basic games tactics Let the Games Begin, Sport Education, Athletics Students work with others to achieve goals in both co- Healthy Bodies, Feel the Rhythm in Your Feet, Athletics, operative and competitive situations Tumble, Turn and Twist, Adventure Times, Let the Games Begin Students explain the concepts of fair play and respect the Sport Education, Athletics, Let the Games begin roles of officials Students follow safety principles in games and activities Let the Games Begin, Spring, Land and Balance, Aquatic Safety Managing Personal Learning Students set short-term, achieveable goals in relation to specific tasks Students complete short tasks by planning and allocating appropriate time and resources. They undertake some multistep, extended tasks independently. Students comment on task progress and achievements. Students manage their feelings in pursuit of gaols and demonstrate a positive attitude towards their learning Building Social Relationships Students demonstrate respect for others and exhibit appropriate behaviour for maintaining friendships with other people Students support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and acknowledging individual differences UNIT(S) IN WHICH STANDARDS ARE ADDRESSED Let the Games Begin, Sport Education, Adventure Times, Tumble, Turn and Twist! Move and Groove Tumble, Turn and Twist, Let the Games Begin, Adventure Time, Sport Education, Move and Groove, Spring, Land and Balance UNIT(S) IN WHICH STANDARDS ARE ADDRESSED Healthy Bodies, Let the Games Begin, Athletics, Balls, Balls,Balls! Let the Games Begin, Tumble Turn and Twist! Feel the Rhythm in Your Feet. Healthy Bodies, Athletics, Let the Games Begin, Balls Balls, Balls! Tumble, Turn and Twist!
Working in Teams UNIT(S) IN WHICH STANDARDS ARE ADDRESSED Students co-operate with others in teams for agreed Sport Education, Let the Games Begin, Feel the Rhythm in purposes, taking roles and following guidelines established Your Feet, Tumble, Turn Twist, within the task Students describe and evaluate their own contribution and Sport Education, Feel the Rhythm in Your Feet, Moove the teams progress towards the achievement of agreed goals and Groove Let the Games Begin,
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WORKING FROM THE VICTORIAN ESSENTIAL LEARNING STANDARDS TO DEVELOP A UNIT OF WORK Backwards Curriculum Design Backwards Curriculum Design is one process to design effective curriculum and quality assessment of student learning.
Title:
Year Level:___________ VELS Level:_______________
1. 2.
What knowledge skills and behaviours do you want your students to be able to demonstrate at the end of this unit? Select and record the elements of the standards from the appropriate level of the HPE domain and other domains that the unit is going to address (see attached proforma). Note: strongest links can be made with the Interpersonal Development, Personal Learning and Thinking Domains. Decide on the evidence of learning. (How do students demonstrates what they know and can do in relation to the learning objectives?) What assessment tasks will allow students to demonstrate their knowledge, skills, behaviours and deep understanding of this unit? share assessment criteria with students. Unit Description Provide a brief description which details the focus of the unit. Read the relevant Learning Focus for your unit and plan learning and teaching experiences that will enable students to progress towards standards ensure a range of learning styles are catered for. Plan for effective feedback to students. Plan to evaluate the unit.
3.
4.
5. 6.
7. 8.
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